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Journal articles on the topic 'Didactic of geography'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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1

Dubovski, Daniel. "Didaktické hry vo vyučovaní geografie." Geografická revue 13, no. 2 (2018): 17–28. http://dx.doi.org/10.24040/gr.2017.13.2.17-28.

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2

Serrano, Mario Corrales, José Moreno Losada, Jesús Sánchez Martín, and Francisco Zamora Polo. "Neuro-Didactics and Social Sciences: An Experience of the Application of DAS Sequence in the Geography Classroom." Proceedings 2, no. 21 (2018): 1325. http://dx.doi.org/10.3390/proceedings2211325.

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One of the points of attention of didactics in recent times is the application of knowledge that comes from neuroscience. Knowing how the human brain works and how it learns is a valuable knowledge for the design of effective didactic strategies. The present work is the result of a simple application of some of basic principles of functioning of the human brain to the design of a didactic strategy in the area of Social Sciences, and more specifically, in the field of the Geography. This strategy has been applied in crossed groups with the same academic level, with the purpose of being able to
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3

Cho Sung-Wook. "Didactic Transposition according to Type in Geography Knowledge." Journal of The Korean Association of Geographic and Environmental Education 17, no. 3 (2009): 211–24. http://dx.doi.org/10.17279/jkagee.2009.17.3.211.

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4

Gielata, Ireneusz. "Literature as an Auxiliary Science in Teaching Geography." Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova 6 (September 22, 2021): 93–103. http://dx.doi.org/10.17951/en.2021.6.93-103.

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The article discusses the status of literature in teaching geography. Like cartography, literature maps the space and assigns proper names which allow us to see the places of “condensed, multiplied time” (Claudio Magris). Literary maps bind topography with history and thus realise a geopolitical project of “thinking of place, time and action as coherent unity” (Karl Schlögel). Such literary names as Conrad’s “heart of darkness” or mare nostrum, mare monstrum from Dariusz Czaja’s essay, in geography didactics can reveal the drama of “building up of land and history” (Magris) and thanks to this,
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5

Mazúrek, Jaroslav. "Didactic Interpretation of Natural-Technical Systems Applied in Teaching Geography at Gymnasiums." Geografie 95, no. 1 (1990): 38–42. http://dx.doi.org/10.37040/geografie1990095010038.

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The paper treats of general natural-technical systems and their didactic application in teaching geography in the last class of gymnasiums. To secure a first-class quality of geographical and didactic interpretation of knowledge of natural-technical systems in the educational process, much attention is paid to the choice of modern teaching methods.
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6

Sarno, Emilia. "The geography curriculum and sustainable development: a didactic research process." Planet 20, no. 1 (2008): 26–28. http://dx.doi.org/10.11120/plan.2008.00200026.

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7

Skowronek, Ewa, Teresa Brzezińska-Wójcik, Andrzej Świeca, and Marta J. Jóźwik. "Academic research achievements in the geography of tourism at the Department of Regional Geography and Tourism, Maria Curie-Skłodowska University, Lublin: Didactic and practical applications." Turyzm/Tourism 27, no. 1 (2017): 47–56. http://dx.doi.org/10.18778/0867-5856.27.1.14.

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The present paper is an attempt to assess academic research achievements in the field of the geography of tourism and their didactic and practical applications. The study method was a review of academic articles and archival compilations as well as materials collected in the department.
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8

Nguyen, Thao Phuong. "Reviewing Vietnam Geography Textbooks from an ESD Perspective." Sustainability 11, no. 9 (2019): 2466. http://dx.doi.org/10.3390/su11092466.

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This paper examines how Education for Sustainable Development (ESD) is transmitted in the context of geography education by investigating the extent to which geography textbooks in Vietnam promote ESD principles. At the same time, the paper helps clarify how ESD is anchored in formal education and how ESD is contextualized in the specific context of Vietnam. This study involved a qualitative analysis supported by MAXQDA software (VERBI, Berlin, Germany), where geography textbooks from grade 6 to grade 12 in Vietnam were analysed to determine (1) how sustainable development (SD) issues are inte
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9

Skowronek, Ewa, Teresa Brzezińska-Wójcik, Andrzej Świeca, and Marta J. Jóźwik. "ACADEMIC RESEARCH ACHIEVEMENTS IN THE GEOGRAPHY OF TOURISM AT THE DEPARTMENT OF REGIONAL GEOGRAPHY AND TOURISM, MARIA CURIE-SKŁODOWSKA UNIVERSITY, LUBLIN: DIDACTIC AND PRACTICAL APPLICATIONS." Turyzm 27, no. 1 (2017): 47–56. http://dx.doi.org/10.1515/tour-2017-0006.

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Abstract The present paper is an attempt to assess academic research achievements in the field of the geography of tourism and their didactic and practical applications. The study method was a review of academic articles and archival compilations as well as materials collected in the department.
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10

Santiago Rivera, José Armando. "Another pedagogical and didactic discourse on teaching geography in everyday school work." Revista Pensamiento Americano 9, no. 16 (2016): 171–88. http://dx.doi.org/10.21803/penamer.9.16.345.

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11

Coletti, Flavia Cristina, and Marquiana de Freitas Vilas Boas Gomes. "A cidade na sala de aula: estudo sobre os espaços de lazer com jovens do ensino médio." Terr Plural 14 (2020): 1–23. http://dx.doi.org/10.5212/terraplural.v.14.2013704.044.

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The relation between the city and education is a way for citizenship formation, and the scholar geography can help in this process. This paper discusses results of an action-research performed with high school young people in a public school in Guarapuava to verify how young people’s daily knowledge can be appropriate for geography teaching as a way of geographic thought development. Leisure places were chosen as heme and it was applied one didactic sequence, which collected data using a questionnaire, mental maps, field research, and conversation circle. It was verified mechanisms in the set
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12

Vemic, Mirceta. "Maps and virtual geo-presentations in contemporary instruction." Zbornik Instituta za pedagoska istrazivanja 41, no. 1 (2009): 211–24. http://dx.doi.org/10.2298/zipi0901211v.

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This paper analyses the basic questions regarding cartographic visualization in instruction, where traditional maps, atlases and globes were considered only as simple visual aids belonging together with original objects and pictures, while cartographers elevated them to a higher cognitive level, labelling them 'eye of geography', 'sediment of the entire knowledge', 'philosopher's stone', or the very 'foundation' of geography. Maps were always required to be correct, comprehensive, clear, understandable, legible, to have nice appearance and format, which suggests the 'invariability' of maps, al
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13

Santiago Rivera, José Armando. "Otro discurso pedagógico y didáctico sobre la enseñanza de la geografía en el trabajo escolar cotidiano." Pensamiento Americano 9, no. 16 (2016): 171–88. http://dx.doi.org/10.21803/pensam.v9i16.75.

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El propósito del artículo es explicar en forma analítica otro discurso pedagógico y didáctico sobre la enseñanza de la geo-grafía en el trabajo escolar cotidiano. Se asume que mientras se incrementa la importancia de este campo del conocimiento en el mundo globalizado y la necesidad de alfabetizar a los ciudadanos sobre la compleja situación ambiental, geográfica y social, sus procesos formativos revelan el énfasis en los fundamentos tradicionales de la geografía descriptiva y la transmisividad pedagógica de contenidos programáticos. Esta problemática determinó realizar una consulta bibliográf
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14

García Ruiz, Antonio Luis, and Francisco Raso Sánchez. "Scientific - Didactic Principles In Movies: A New Perspective to Teach Geography and History." International Journal of Interdisciplinary Social Sciences: Annual Review 2, no. 3 (2007): 135–44. http://dx.doi.org/10.18848/1833-1882/cgp/v02i03/52341.

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15

Lima, Péricles Souza, and Fernando de Morais. "MODELOS REDUZIDOS APLICADOS AO ENSINO DE GEOGRAFIA: A FORMAÇÃO DE DOLINAS E A EVOLUÇÃO DO RELEVO CÁRSTICO." REVISTA GEONORTE 11, no. 38 (2020): 01–17. http://dx.doi.org/10.21170/geonorte.2020.v.11.n.38.01.17.

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The present study constituted simulations ofthe formation of dolines by using reduced analog models and it looked for contributing to the teaching-learning process of geographic education. The research was carried out using a wooden box, which was adapted with a reservoir that recharged the system,and a space for the superposition of the sedimentary layers. Altogether, four experiments were conducted, which enabled analytical and didactic interpretations. The first two, due to their stochastic nature, encourage future studies. The last two presented doliniform features, with the third coming c
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16

Amirhanova, L., S. Zenkina, and O. Savel'eva. "Didactic Capabilities of the Digital Educational Environment "Mobile E-Education"." Standards and Monitoring in Education 8, no. 5 (2020): 49–56. http://dx.doi.org/10.12737/1998-1740-2020-49-56.

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The article discusses the didactic possibilities of the digital educational environment "Mobile e-education" as one of the tools of pedagogical practice for distance learning, with its own specifics of knowledge delivery and user-friendly interface. Using the example of a specific online geography lesson developed using the capabilities of the digital educational environment, it is shown how to build an individual educational trajectory for each student, includes children with disabilities and children with special educational needs.
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17

Poinssac-Niel, Josette, and Béatrice Poinssac. "Images de synthèse et didactique de la géographie/ Image processing and didactic in geography." Revue de géographie de Lyon 63, no. 2 (1988): 20–22. http://dx.doi.org/10.3406/geoca.1988.3364.

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18

Samigullina, Galina Savelevna. "DIDACTIC POTENTIAL OF THE WORKSHOP IN THE FORMATION OF PROFESSIONAL COMPETENCES OF GEOGRAPHY TEACHERS." Sovremennye issledovaniya sotsialnykh problem, no. 11 (November 29, 2016): 78. http://dx.doi.org/10.12731/2218-7405-2016-11-78-90.

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19

Leontakianakos, G., C. Vrachas, G. Baziotis, G. Soultati, and G. Fermeli. "Theoretical approach of teaching lithosphere in junior high school: A critical review of the content and objectives defined by the curriculum of the Ministry of Education." Bulletin of the Geological Society of Greece 47, no. 2 (2017): 1024. http://dx.doi.org/10.12681/bgsg.11141.

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The purpose of this study is an attempt to define the lithosphere concept, as described in the textbook “Geology-Geography” of the 1st Grade of junior highschool. Further we investigate whether the objectives of the corresponding chapter are being implemented according to the curriculum of the Ministry of Education. The main research hypothesis concentrates on the very limited cognitive background of the students regarding the lithosphere. It is based on the absence of a wellorganized framework of proportional and gradually increased and specialized flow of knowledge, as suggest the few genera
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20

Leontakianakos, G., C. Vrachas, G. Baziotis, G. Soultati, G. Fermeli, and I. Baziotis. "Theoretical approach of teaching lithosphere in junior high school: A critical review of the content and objectives defined by the curriculum of the Ministry of Education." Bulletin of the Geological Society of Greece 47, no. 2 (2017): 1024. http://dx.doi.org/10.12681/bgsg.11429.

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The purpose of this study is an attempt to define the lithosphere concept, as described in the textbook “Geology-Geography” of the 1st Grade of junior highschool. Further we investigate whether the objectives of the corresponding chapter are being implemented according to the curriculum of the Ministry of Education. The main research hypothesis concentrates on the very limited cognitive background of the students regarding the lithosphere. It is based on the absence of a wellorganized framework of proportional and gradually increased and specialized flow of knowledge, as suggest the few genera
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21

Manfio, Vanessa. "O O ENSINO DE GEOGRAFIA E O APRENDIZADO SOBRE O CONCEITO DE ESPAÇO GEOGRÁFICO: NOTAS SOBRE PRÁTICAS PEDAGÓGICAS." REVISTA GEONORTE 11, no. 38 (2020): 18–34. http://dx.doi.org/10.21170/geonorte.2020.v.11.n.38.18.34.

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The study of space in the school discipline of Geography is very important for the development of a clear interpretation of the various spatial nuances. With this in mind, this article had the research initiative to address the concept of geographic space in geographic education, going beyond the student's everyday reality and going beyond other spatial analyzes, and also to demonstrate didactic practices for teaching this concept with students. This study is based on a literature review, qualitative approach and dialogue on practical interventions applied in the school context. In this expect
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22

Robson, Stuart. "Thetripama: A didactic poem of mangkunagara iv." Indonesia and the Malay World 27, no. 77 (1999): 34–45. http://dx.doi.org/10.1080/13639819908729931.

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23

Vaugien, Martine. "Le géographe, la didactique et les banques de données / Data banks and didactic in geography." Revue de géographie de Lyon 63, no. 2 (1988): 78–81. http://dx.doi.org/10.3406/geoca.1988.3372.

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24

Topuzov, Oleh M., Liubov P. Vishnikina, Viktor M. Samoilenko, and Tetiana S. Yaprynets. "MODERNIZATION OF GEOGRAPHIC EDUCATION AT HIGH SCHOOL: GEOINFORMATION TRAINING MODELS." Information Technologies and Learning Tools 73, no. 5 (2019): 174–84. http://dx.doi.org/10.33407/itlt.v73i5.3190.

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The paper deals with contemporary trends of modernization of higher education in the countries of Europe, emphasizes relation between the quality of education and the level of development of the countries' economy, confirms the importance of digital education and provision of new forms of educational services. The problem of mastering new technologies using geoinformation systems and technologies in the process of training future specialists-geographers and geography teachers is analyzed. It is proved that one of the ways of addressing the outlined problem is the implementation of geoinformati
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25

De Oliveira, José Ricardo, and Claudivan Sanches Lopes. "O CONHECIMENTO PEDAGÓGICO DO CONTEÚDO E A DIDÁTICA ESPECÍFICA DOS PROFESSORES DE GEOGRAFIA." Revista Brasileira de Educação em Geografia 10, no. 20 (2020): 49–71. http://dx.doi.org/10.46789/edugeo.v10i20.797.

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Este artigo contempla parte de nossa pesquisa de mestrado, a qual teve como principal objetivo analisar as estratégias didático- pedagógicas utilizadas por professores de Geografia, experientes e bem-sucedidos, que atuam na Educação Básica em escolas que pertencem ao Núcleo Regional de Maringá-PR, nos anos finais do Ensino Fundamental e Ensino Médio. Para entendermos como estes organizavam suas ações em sala de aula, cujas práticas docentes precisam conduzir os alunos a uma educação geográfica, adotamos como principal referencial teórico os estudos de Lee S. Shulman sobre a Bas
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26

Cantu, Caroline, and Cecília Mussa Malvezzi. "Elaboração de material didático para ensino sobre terremoto / The elaboration of didactic material for the teaching about earthquakes." Caderno de Geografia 27, no. 2 (2017): 248. http://dx.doi.org/10.5752/p.2318-2962.2017v27nesp2p248.

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<p>Este artigo tem como foco central abordar a elaboração de um material didático dinâmico que auxilie no processo de ensino e aprendizagem sobre a temática geológica: terremoto. O experimento foi produzido pelos alunos de Geografia, na matéria de geologia, na FACIP, Universidade Federal de Uberlândia. Para isso, foi discutida a importância do material didático para a construção do conhecimento e como se dá o processo de formação do mesmo, além das etapas de elaboração do material e um breve aclaramento sobre a dinâmica tratada. Portanto, conclui-se que o material didático é um recurso e
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27

Öhman, Johan, and Louise Sund. "A Didactic Model of Sustainability Commitment." Sustainability 13, no. 6 (2021): 3083. http://dx.doi.org/10.3390/su13063083.

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This article proposes a model that describes and frames sustainability commitment. The model is based on didactic theory and pragmatic philosophy and is informed by several empirical studies on environmental and sustainability education (ESE) practice. The intention is for the model to serve as a critical perspective on ESE practices in secondary and upper secondary schools, and to offer a framework for the development of future practice with emphasis on teachers’ choices of content and teaching methods. The model suggests that a sound commitment is situated in the intersection of the intellec
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28

Майер and Robert Mayer. "Assessment of the Level of Abstractness of Material Statement of in Natural Sciences School Textbooks." Standards and Monitoring in Education 5, no. 1 (2017): 58–63. http://dx.doi.org/10.12737/24530.

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The technique and results of an assessment of Abstractness of more than 20 modern school textbooks on biology, geography, physics and chemistry are
 considered by method of pair comparisons. Thus it is assumed that didactic complexity of the textbook is mainly determined by the level of Abstractness
 of the material stated in it and depends on: the variety and Abstractness of qualitative explanations, their isolation from everyday life (i); the complexity
 of mathematical methods and models, variety of the solved quantitative problems (ii).
 The levels of Abstractness of ea
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29

Bernardes, Fernando Frederico, and Mafalda Nesi Francischett. "APORTES PRELIMINARES PARA O ENSINO DE GEOGRAFIA E A EDUCAÇÃO GEOGRÁFICA." Revista Prâksis 1 (January 11, 2021): 169. http://dx.doi.org/10.25112/rpr.v1i0.2414.

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O presente artigo reflete sobre a prática da Geografia Escolar contemporânea, inspirada por dois paradigmas principais: o Ensino de Geografia e a Educação Geográfica. Inicialmente, após a introdução, apontamos reflexões sobre o conteúdo semântico e científico referente aos termos “ensino” e “educação”, “Ensino de Geografia” e “Educação Geográfica”. Posto isto, a partir das análises e constatações teóricas, almejamos, também, reconhecer na ação empírica a relação entre os os principais objetos da pesquisa. Tais verificações se tornam fundamentais para a construção, concepção, distinção (encontr
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30

Bernardes, Fernando Frederico, and Mafalda Nesi Francischett. "APORTES PRELIMINARES PARA O ENSINO DE GEOGRAFIA E A EDUCAÇÃO GEOGRÁFICA." Revista Prâksis 1 (January 11, 2021): 169. http://dx.doi.org/10.25112/rpr.v1i0.2414.

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O presente artigo reflete sobre a prática da Geografia Escolar contemporânea, inspirada por dois paradigmas principais: o Ensino de Geografia e a Educação Geográfica. Inicialmente, após a introdução, apontamos reflexões sobre o conteúdo semântico e científico referente aos termos “ensino” e “educação”, “Ensino de Geografia” e “Educação Geográfica”. Posto isto, a partir das análises e constatações teóricas, almejamos, também, reconhecer na ação empírica a relação entre os os principais objetos da pesquisa. Tais verificações se tornam fundamentais para a construção, concepção, distinção (encontr
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31

Godoy Venegas, María Fernanda. "Las preguntas de docentes como estrategia para el desarrollo de habilidades cognitivas de los estudiantes en la asignatura Historia, Geografía y Ciencias Sociales." Foro Educacional, no. 24 (January 11, 2016): 57. http://dx.doi.org/10.29344/07180772.24.612.

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RESUMENEl interés de esta investigación radica en identificar en la interacción didáctica las preguntas realizadas por profesores destacados en el sistema de evaluación docente, como estrategias que favorecen el desarrollo de habilidades cognitivas de los estudiantes en la asignatura Historia, Geografía y Ciencias Sociales. La información se obtuvo de la observación y transcripción de fuentes secundarias con el fin de realizar un análisis conversacional, considerando un sistemas de categorías. Los resultados evidencian que los docentes mayoritariamente formulan preguntas de baja exigencia cogn
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32

Costa, Danilo Mosca da, and Edson Roberto Souza. "Conceptions of mountain formation, foulding, fault and the continental drift in geography textbooks between the decades of 1930 to 1960." Terrae Didatica 14, no. 4 (2018): 349–54. http://dx.doi.org/10.20396/td.v14i4.8654094.

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The conceptions about the origins of mountains, faults, folds or relief are very different if we compare didactic books of Geog-raphy published before and after the elaboration of Plates Tectonics theory. In this article, it was analyzed didactic books from first grade education, which is currently equivalent to the 6th grade of Elementary School 2, published between 1933 until 1961. Obviously, within this article, Plate tectonics theory had not yet been elaborated. However, the academic world was already fa-miliar with the Continental Drift theory, an innovative proposal elaborated at the beg
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33

Petrova, E. Y. "THE IMPLEMENTATION OF DIDACTIC SYSTEM BY K. D. USHINSKY IN THE MODERN METHODS OF TEACHING GEOGRAPHY." Pedagogical Review, no. 3 (2018): 114–21. http://dx.doi.org/10.23951/2307-6127-2018-3-114-121.

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34

McDermott, Phil. "A colonial take on island life." Dialogues in Human Geography 2, no. 2 (2012): 150–57. http://dx.doi.org/10.1177/2043820612449305.

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Peck’s (2012) reaction to the colonizing impulse of economics is a call to consolidation of economic geography, better connecting diverse sites of inquiry. This appears to be a reaction to the current incursion of orthodoxy in the form of the New Economic Geography into the domain of the old economic geography. This incursion carries with it the ideological eminence of the market which oversimplifies the nature of exchange and consequently obscures the processes which shape places. I question Peck’s proposition. From an applied perspective our understanding of the real world benefits from the
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35

Nemčíková, Magdaléna, Zuzana Rampašeková, Hilda Kramáreková, and Alena Dubcová. "Specifics of Geography Teacher Training at the Faculty of Natural Sciences Constantine the Philosopher University in Nitra." Annales Universitatis Paedagogicae Cracoviensis Studia Geographica 12 (December 1, 2018): 140–53. http://dx.doi.org/10.24917/20845456.12.11.

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The Slovak education is currently experiencing a turbulent period associated with ongoing efforts to reform the education system, under-funding of education with low teacher salaries, overworked and feminized teaching staff, low social status of a teacher in society, problems in the creation and distribution of current textbooks, insufficient interest in studying natural sciences, leaving of young people to study abroad, etc. This situation is also reflected in the training of future teachers including the geography teachers (in combination with other subjects). The aim of this study is to pro
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36

Pereira, Ana Paula Camilo, and Rafael Oliveira Fonseca. "GEOGRAFIA E PRÁTICA PEDAGÓGICA:." Revista Brasileira de Educação em Geografia 10, no. 20 (2020): 318–36. http://dx.doi.org/10.46789/edugeo.v10i20.806.

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A Geografia é uma ciência indispensável para compreender o mundo e sua totalidade, uma vez que possibilita aos alunos entenderem múltiplas escalas de análise. Nesse sentido, é indispensável pensarmos sobre o seu processo de ensino e aprendizagem, sobretudo na contemporaneidade na qual as metodologias de ensino precisam se articular ao uso de novas tecnologias, as frequentes redefinições dos currículos do Ensino Básico, as diversidades nacionais, dentre outros fatores. Nessa perspectiva, este trabalho tem por objetivo contribuir para a divulgação de experiências de ensino, com foc
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Churski, Paweł, Paweł Motek, and Tadeusz Stryjakiewicz. "Cultural Industries In The Development Policies Of Cities And Regions: A New Area Of Educationin Spatial Management." Quaestiones Geographicae 34, no. 2 (2015): 87–97. http://dx.doi.org/10.1515/quageo-2015-0018.

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Abstract This paper seeks to present organisational and programme assumptions of a new field of postgraduate studies called Cultural industries in the development policies of cities and regions, prepared by a team of workers of the Institute of Socio-Economic Geography and Spatial Management of Adam Mickiewicz University in Poznań as a didactic innovation based on a modular system of education that meets contemporary changes in the labour market. The analysis will also embrace experiences following from the educational process implemented under the Human Capital Operational Programme in the ye
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38

Tejedor, Gemma, Jordi Segalàs, Ángela Barrón, et al. "Didactic Strategies to Promote Competencies in Sustainability." Sustainability 11, no. 7 (2019): 2086. http://dx.doi.org/10.3390/su11072086.

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Higher education is a principal agent for addressing the sustainable development goals proposed by the 2030 Agenda, because of its key mission of knowledge generation, teaching and social innovation for sustainability. In order to achieve this, higher education needs to integrate transversally the values of sustainability in the way of developing the field of management, as well as research, university life and, of course, teaching. This paper focuses on teaching, and more specifically on the didactic strategies considered most relevant for training in sustainability competencies in college st
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39

Machado, Julio Cesar Epifanio. "PROPOSTA DE ESTRUTURA DE SEQUÊNCIA DIDÁTICA PARA O PLANEJAMENTO DAS AULAS DE GEOGRAFIA." Revista Brasileira de Educação em Geografia 9, no. 17 (2019): 168–80. http://dx.doi.org/10.46789/edugeo.v9i17.570.

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Neste artigo, trazemos algumas contribuições teóricas e metodológicas para a organização das aulas de Geografia que pretendem colaborar na Alfabetização Científica dos educandos. A pergunta que motivou a sua elaboração foi: Quais estratégias podem ser adotadas pelo professor para a produção de Sequências Didáticas que visam contribuir para a superação do senso comum dos alunos nas aulas de Geografia do Ensino Fundamental II? Demonstramos ao longo do texto que o planejamento de uma Sequência Didática com esta finalidade pode passar por quatro etapas, desde a fase da escolha do conceito principa
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Audigier, François. "Problèmes, problématiques et perspectives de la didactique de la géographie (Problems, problematics and didactic of geography prospects)." Bulletin de l'Association de géographes français 74, no. 3 (1997): 226–33. http://dx.doi.org/10.3406/bagf.1997.1975.

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Pérez Guilarte, Yamilé, Francisco Xosé Armas Quintá, and Xosé Carlos Macía Arce. "The thematic cartography of Galicia as a promoter of cultural tourism and as a teaching aid for Geography." Didáctica Geográfica, no. 21 (December 1, 2020): 75–95. http://dx.doi.org/10.21138/dg.541.

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The article presents a sample of the thematic cartography that will be integrated into the Observatory of the Cultural Heritage of Galicia platform, a digital application in a website and App format. The proposed thematic cartography provides relevant information about the region’s heritage, demographics, and socioeconomic aspects for visitors undertaking cultural tourism in Galicia. Moreover, it provides a vital didactic resource for the teaching-learning of geography from an active, reflective and critical perspective, at all levels of education from primary education through to university.
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DOUGLAS, LAWRENCE. "The Didactic Trial: Filtering History and Memory into the Courtroom." European Review 14, no. 4 (2006): 513–22. http://dx.doi.org/10.1017/s1062798706000524.

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The principle that perpetrators of atrocity should be brought to justice before courts of criminal law enjoys near total acceptance. However, because of the nature of the transgressions adjudicated, the major trials of perpetrators have also served a didactic and moral function in redefining and re-imposing rule-based legality. As a consequence, these trials address history and memory in the course of trying the accused. This essay examines three particular filters that affect the way the memory and history of the events concerned enter the trial process: first, the nature of the evidence admi
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Deon, Alana Rigo, and Helena Copetti Callai. "EDUCAÇÃO ESCOLAR E FORMAÇÃO CIDADÃ: possibilidades de análise a partir do livro didático de Geografia." Revista Brasileira de Educação em Geografia 8, no. 15 (2018): 39–62. http://dx.doi.org/10.46789/edugeo.v8i15.406.

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Discutir como o conceito de cidadania está presente no Livro Didático de Geografia é objetivo de pesquisa. Partimos do entendimento de que a educação escolar é uma possibilidade de inserção dos sujeitos no mundo da vida, a partir da construção de conhecimentos conceituais. Busca-se elucidar esse entendimento a luz da discussão é teórica e documental, pois faz referência às políticas públicas do Livro Didático de Geografia, com especial atenção ao PNLD e tem como base da análise o material produzido na avaliação do Livro Didático – Ensino Médio, e das resenhas apresentadas no Guia 2015. Metodol
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Colomer Rubio, Juan Carlos. "Homo videns: tecnología digital y finalidades socioeducativas de la enseñanza de la historia." Cliocanarias, no. 3 (2021): 1–13. http://dx.doi.org/10.53335/cliocanarias.2021.3.20.

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This study presents how the implementation of digital technology has conditioned the teaching of Social Sciences (Geography-History), especially with regard to the answer to the questions: What to teach? What for? and How? Faced with the accepted slogan with technology there is educational innovation, this paper emphasises the importance of a coherent use of technological media as a complement to teaching and learning, which must necessarily involve didactic and technological knowledge of the content to be taught
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Levy Silva Melo, Hugo, Rafael Vinicius de São José, Kezia Andrade dos Santos, and Roberto Greco. "DIALOGANDO COM ENSINO DE CLIMATOLOGIA E A PRÁTICA DIDÁTICA NA GEOGRAFIA." Revista de Geografia - PPGEO - UFJF 8, no. 2 (2019): 44–53. http://dx.doi.org/10.34019/2236-837x.2018.v8.25989.

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O ensino da Geografia Física e principalmente o de Climatologia, necessitam de estudos que proporcionem resultados que auxiliem os professores a transformar os fenômenos complexos do clima, em aulas interessantes e que oportunize ao aluno o pensar e refletir criticamente elementos climáticos que os rodeiam. Assim, buscamos como objetivo concretizar o processo de ensino-aprendizagem da climatologia dentro do ensino de geografia. Para esse processo foram confeccionados materiais didáticos (Anemômetro e Barômetro) para que pudessem entender os processos naturais de formação e atuação dos elemento
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Silva, Felipe Santos, Genilda Maria da Silva, and Ricardo Santos de Almeida. "CINEMA E ENSINO DE GEOGRAFIA: o uso do filme Rio 2 em sala de aula - uma proposta didática para além das paisagens." Revista Brasileira de Educação em Geografia 7, no. 14 (2018): 254–66. http://dx.doi.org/10.46789/edugeo.v7i14.410.

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Esta prática tem como intuito propor a linguagem fílmica como recurso didático no ensino de Geografia, pois acreditamos que o cinema é uma arte capaz de aproximar os fenômenos geográficos, que podem parecer distantes do universo escolar, a realidade dos alunos. Com base nos Parâmetros Curriculares Nacionais: Geografia (PCN’s) de 1998, desenvolvemos uma proposta de plano de aula com o a utilização do Filme Rio 2, à luz do entendimento dos elementos geográficos presentes no quarto ciclo do ensino fundamental, em específico o nono ano. A proposta de plano de aula encontra-se sustentada, principal
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Osuch, Wiktor. "Kompetencje w zakresie komunikacji interpersonalnej w dobie postępujących procesów globalizacji." Przedsiębiorczość - Edukacja 7 (January 1, 2011): 333–46. http://dx.doi.org/10.24917/20833296.7.26.

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The subject of the research presented in this article is evaluation of competence of Geography and Entrepreneurship teachers and students who are teachers-to-be. In the teacher training process the crucial role is played by competences, developed mainly in the course of studies and during school practice. The author of this article has for over ten years conducted research on the students’ development of subject competence and didactic competence including the research on Geography teacher-trainees. Personal and interpersonal competencies of graduates of higher education significantly affect t
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Sellés-Martínez, José. "Development of didactic materials and activities on interdisciplinary bases: an example for oil an." Terrae Didatica 14, no. 3 (2018): 256–62. http://dx.doi.org/10.20396/td.v14i3.8653523.

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Although the subject “Oil and Gas” is not usually present in the Secondary School Curriculum, it is of interest to students due to its obvious relationships with everyday life, and has been selected to design a series of teaching resources. Not only natural sciences such as Geology, Biology and Chemistry are embedded in the formation and accumulation of petroleum, but also con-stant references to History, Geography and Technology are present when linking together its discovery, exploitation, industrial-ization and use. The materials being produced cover three categories: a reference text to be
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Martinez, Cesar Augusto Ferrari. "PAISAGEM COMO CATEGORIA ARTICULADORA AO ENSINO DE GEOGRAFIA: PROVOCAÇÕES TEÓRICO-METODOLÓGICAS / LANDSCAPE AS MANAGING CATEGORY TO GEOGRAPHY LEARNING: THEORETICAL AND METHODOLOGICAL STIMULATIONS." Geographia Meridionalis 3, no. 2 (2017): 217. http://dx.doi.org/10.15210/gm.v3i2.11366.

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Este artigo busca fomentar teórica e metodologicamente o uso da paisagem no ensino de geografia. Parte-se da paisagem como conceito e como ela articula não somente uma leitura do espaço, mas leituras da nossa relação e dos nossos corpos nesses espaços. Para isso vale-se de trechos de músicas e de poemas de artistas nordestinos como Belchior, João Cabral de Melo Neto e Caetano Veloso, para enriquecer o manancial de recursos didático utilizados pelos professores. Finalmente, propõe três atividades como exemplo do uso de paisagem: painelismo didático, ressignificação das toponímias urbanas e prod
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Jančič, Polona, and Vlasta Hus. "Teaching Social Studies With Games." International Journal of Game-Based Learning 8, no. 2 (2018): 68–79. http://dx.doi.org/10.4018/ijgbl.2018040106.

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Social studies is a class students encounter in the fourth and fifth grades of primary school in Slovenia. It includes goals from the fields of geography, sociology, history, ethnology, psychology, economy, politics, ethics, aesthetics, and ecology. Among other didactic recommendations in the national curriculum for teaching, social studies include experiential learning with games. Game-based learning enables an optimal learning environment for students. The purpose of this article is to examine representation of games in social studies in primary school. The research sample consisted of 290 s
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